[ y - Emeril Lagasse Foundationemeril.org/sites/default/files/K_G.pdfcontrast, non-living things do...

415Emeril’s Culinary Garden & Teaching Kitchen / Instruction / Lesson Plans

Welcome to the Garden EST. TIME 45 minutes SEASON fall + GRADE K | LESSON #1

Garden

ESSENTIAL QUESTION(S)• How can I be my best

self in the garden?

• How can I be my bestfor my community?

• How can I be my bestfor my environment?

MATERIALSp Chart paper

(at least 2 sheets)p Easelp Markers p 1 clipboard for

each studentp 1 sharpened pencil

for each studentp Handout: 1 copy of the

Garden Scavenger Hunt for each student

VOCABULARY• Community• Environment

ASSESSMENT• Observational checklist

Abc

PREPARATION (15 MINUTES) To prepare for this lesson, gather materials.

TEACHER BACKGROUNDThe development of expectations for the garden space happens collaboratively with students in this lesson. This is a process that encourages students to reflect on how they impact their own learning, their community, and the environment along with what behaviors they can agree to as a class to ensure that their shared goals are met.

LESSON DESCRIPTIONIn this lesson, students will explore what makes up the garden space—everything living, nonliving, and themselves! They will then discuss how to be the best for themselves, their community, and their environment in this garden space. The teacher will guide them to cohesive language around these understandings before modeling behaviors that align with these understandings. Finally, students will explore and enjoy the garden while practicing these behaviors.

LEARNING OBJECTIVESLife Skills Learning Objectives

PLS.1 Students are self-aware and show respect for their own needs,the needs of others, and the environment. They practice safe and conscientious behaviors in the garden and kitchen environments. PLS.2 Students are able to express empathy and caring for themselves, others, and the environment.PLS.3 Students cultivate honest and responsible behaviors that contribute to the learning of the community. PLS.4 Students are active and engaged learners who show up on time prepared to learn and manage their time wisely.PLS.5 Students develop the ability to make informed and responsible decisions. PLS.6 Students actively seek creative and resourceful solutions.CLS.5 Students participate in the development of agreed upon protocols and behaviors for the garden and kitchen environments.

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Create Your Own!

Use the lesson

template to create

your own and

share with us!

?


GRADE K | LESSON #1 WELCOME TO THE GARDEN GardenACADEMIC STANDARD CONNECTIONSCCSS.ELA.K.SL.1. Students will be able to participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. CCSS.ELA.K.SL.6. Students will be able to speak audibly and express thoughts, feelings, and ideas clearly.Social Studies: Citizenship.

CULTIVATE CURIOSITY (10 MINUTES) engage1. Lead students to a comfortable sitting position in a central gathering area in

the outdoor classroom space (in a circle, if possible). 2. Welcome students to the garden and provide them with a few minutes to

silently observe what makes up the space from their seated position, usingonly their eyes and ears. Allow each student’s voice to be heard by askingthem to say aloud their name and a thing they see that makes up the gardenspace. As students share, write their individual names and the things theyobserved in the garden area on a sheet of chart paper.

3. When every student has had the chance to share, take a moment to reviewthe chart paper as a group. Remind students that each of them individuallymake up the garden space, as well as all of the other living and nonlivingthings they shared.


GRADE K | LESSON #1 WELCOME TO THE GARDEN GardenROOT AROUND (15 MINUTES) explore1. Explain to students that each of the living and nonliving things that make

up the garden are unique and special independently, work together in theircommunity, and exist peacefully in their environment. Provide an exampleof something growing in the garden, explaining its value independently, in itscommunity, and in the garden environment.

2. Introduce the first chorus of the song “With People I Like” by the BananaSlug String Band. Sing the first chorus with students as they find someoneto partner with and sit down with linked arms in the central gathering area.

3. For the following Essential Questions, provide 1 minute for students tothink about their answer independently, 2 minutes to tell their ideas to theirpartner (pair), before selecting a few students to share their ideas with thewhole group, a process referred to as “think-pair-share.”

4. As the Enduring Understandings emerge from the group discussions, writethem on a new sheet of chart paper for students to view.

ESSENTIAL QUESTIONS ENDURING UNDERSTANDINGS TO REITERATE DURING GROUP DISCUSSION

How can we be our best for ourselves? Make choices that keep you safe. (for example: move slowly, stay within the garden boundaries)

How can we be our best for our community? Show respect for each other.(for example: join the group for the callback, listen, and share)

How can we be our best for our environment? Show respect for the plants, animals, and environment.(for example: stay on garden pathways, be gentle with plants)

ThinkPair

Share

See “Teaching Strategies” in Appendix section for

information on how to lead Think-Pair-Share.

https://bananaslugs.bandcamp.com/track/with-people-i-like


GRADE K | LESSON #1 WELCOME TO THE GARDEN GardenGROW UNDERSTANDING (10 MINUTES) explain1. Explain to students that they are going to practice exploring the garden

space in a way that keeps them safe, shows respects for each other, andshows respect for the plants, animals, and environment.

2. Model for students behaviors that are examples and counterexamples ofthese 3 enduring understandings, asking students to show thumbs up /thumbs down if the model behaviors align with the enduring understandings.

OBSERVE THE FRUITS (5 MINUTES) elaborate1. Explain to students that they will have time to explore and enjoy the garden

with their classmates to look closer at the living and nonliving things theyobserved earlier and to model the behaviors that they just learned.

2. Distribute to each student, 1 clipboard, 1 sharpened pencil, and 1 GardenScavenger Hunt handout.

3. Explain to students that on your cue, their challenge is to explore the gardento find the six items pictured on the scavenger hunt. When they find objectsthat match the descriptors on the Garden Scavenger Hunt, they do not needto pick or collect them. They can mark an “X” in the appropriate box withthe picture. In the last box, students can draw something else interestingthey saw in the garden.

4. Remind students of their boundaries and their callback signal to let themknow to return to the whole group gathering space. As students explore andenjoy the garden area, acknowledge observed behaviors that align with theenduring understandings, such as being active and engaged learners orshowing care for the environment. Also, use the observational checklist toassess students’ current development of the life skills.

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ENDURING UNDERSTANDINGS EXAMPLES COUNTEREXAMPLES

Make choices that keep you safe.

• moving slowly through the garden area• staying within the garden boundaries

• running carelessly through the garden area• stepping outside of garden boundaries

Show respect for each other. • interacting with classmates in a gentle way with our bodies and language

• joining the group at the callback signal • listening with a still body and attentive eyes• sharing ideas

• interacting with classmates in an aggressive way with our bodies and language

• continuing to wander after the callback signal• showing active or distracted behaviors when

others are sharing

Show respect for the plants, animals, and environment.

• interacting with plants and animals in a gentle way

• moving along garden pathways

• interacting with plants and animals in a careless or aggressive way

• carelessly stepping into garden beds


GRADE K | LESSON #1 WELCOME TO THE GARDEN Garden5. After a few minutes, provide the call back signal and as each student

returns to the whole group gathering space, acknowledge them by name forshowing respect for each other and working together as a group.

6. If time permits, go around the circle and have each student share somethinginteresting that they found.

REFLECT (5 MINUTES) evaluate1. Acknowledge students individually and as a group for the behaviors that

they exhibited that aligned with the enduring understandings that theydeveloped together with the goal of being the best for themselves, theircommunities, and their environment.

2. Ask students to reflect silently on what it means to be the best forthemselves, their communities, and their environment beyond the garden—perhaps in the environment they are preparing to return to in school or intheir home environment.

3. Share appreciation for each of their individual contributions to the kitchenand to the community, and for their respect for the kitchen. Expressexcitement for your next time together.

4. Sing the first chorus of the song “With People I Like” by the Banana SlugString Band as students’ line-up to be dismissed.

* Keep the chart paper of students’ observations to revisit in Garden Lesson #5:Living or Non-Living.

ADAPTING FOR INDOORSIn the case of inclement weather, the Cultivate Curiosity, Root Around, and Grow Understanding sections of this lesson can occur inside the classroom. The Observe the Fruits section should take place in the garden area on the next garden day that the weather allows.

CONNECTIONS TO KITCHEN LESSONS Compare group agreements for the garden with agreements students have in the kitchen. How are behavior expectations similar in both places? How are they different?

ADDITIONAL RESOURCESFor more information on group management and group development of procedures and parameters, see:• Tools for Teaching by Fred Jones• Rethinking Classroom Management by Patricia Belvel

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https://bananaslugs.bandcamp.com/track/with-people-i-like


GardenGRADE K | LESSON #1 WELCOME TO THE GARDEN SCAVENGER HUNT

NAME: DATE:

GARDEN SCAVENGER HUNT

Something neat!

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ESSENTIAL QUESTION(S)• How can we tell the

difference between livingthings and nonlivingthings in the garden?

• How can we tell thedifference betweenplants and animalsin the garden?

• How can we safelyuse trowels toplant transplants?

• How can we provideplants with everythingthey need?

MATERIALSp Handouts / Visual Aidsp Equipmentp Materials for Planting

VOCABULARY• Living• Nonliving• Plants• Animals• Trowel• Roots• Stems• Leaves• Soil

ASSESSMENT• Observational checklist

PREPARATION (15 MINUTES) To prepare for this lesson, gather materials and ensure that there is space in the garden cleared for seedlings to be transplanted (1 per every 3 students).

TEACHER BACKGROUNDWhile many students may be able to classify objects as living or non-living, categorizing items that were once-living as well as articulating the reasoning behind an object’s classification can be challenging. In this lesson, students discover that living things eat food (or make their own food), breathe, move (or react to surroundings), grow, and produce young (seeds, eggs, babies). In contrast, non-living things do not eat, breathe, move (without being moved), grow, or make babies.

LESSON DESCRIPTIONIn this lesson, students will work on sorting and classifying the things they observe in the garden area, first by living and nonliving, and then sorting living things into animals and plants, each time developing qualifiers for each category. Students will then learn how to safely use hand trowels and practice by transplanting seedlings. Finally, students will discuss how they can provide their plants with everything they need (soil, water, sun, air).

Create Your Own!

Use the lesson

template to create

your own and

share with us!

?

Abc

3

LIVINg OR NONLIVING? EST. TIME 45 minutes SEASON fall + GRADE K | LESSON #5

Garden


GardenGRADE K | LESSON #5 LIVING OR NONLIVINg?

LEARNING OBJECTIVESContent Learning Objectives

GPM.K.1 Describe what lives in a garden and name what they need to live (sunlight, water, air, nutrients).GTE.K.1 Name, identify, and safely use new tools.GTE.K.2 Match new tools to tasks.GTE.K.3 State how to properly care for new tools.GTE.K.4 Describe the purpose of a new tool.Life Skills Learning Objectives

PLS.2 Students are able to express empathy and caring for themselves, others, and the environment.

ACADEMIC STANDARD CONNECTIONSCCSS.ELA-Literacy.SL.K.1Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. NGSS.K.LS1.C Organization for Matter and Energy Flow in Organisms All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow.



Equipment p Chart Paper,

Easel, Markersp Hand Trowels

(1 per every 3 students)p Journals (1 per student)p Clipboards

(1 per student) p Pencils, Colored Pencils,

Handheld Sharpeners (enough for all students)

Materials for Planting Seedlings (1 per every 3 students)

Materials for Lesson Introduction

Visual Aidsp Chart from

Lesson #1: Welcome to the Garden (if available)

LESSON MATERIALS



CULTIVATE CURIOSITY (5 MINUTES) engage1. Lead students to a comfortable sitting position in a central gathering area in

the outdoor classroom space (in a circle, if possible). 2. Welcome students to the garden and provide them with a few minutes to

silently observe from their seated position (using only their eyes and ears),what has stayed the same and what has changed since their last visit. Aftera few moments, discuss together.

3. Present the chart poster that was created in the first Garden Lesson #1:Welcome to the Garden lesson (if available). Ask students to think-pair-share and identify things from the list that are living and nonliving andrequest that they explain their reasoning for each. Through the discussion,guide student understanding of qualifications of living and nonliving things.

ROOT AROUND (10 MINUTES) explore1. Explain to students that they will have time to explore the garden with their

classmates to find 5 new living things and 5 new nonliving things usingthe qualifications they came up with as a class. Remind students of theirboundaries and their callback signal to let them know to return to the wholegroup gathering space. Use a phrase such as “when I say go, and notbefore I say go” to cue students to transition from whole group listening tosmall group work.

2. As students explore the garden area, acknowledge observed behaviorsand reinforce understandings of qualifications of living and nonliving thingsthrough discussion with small groups.

3. Provide the call back signal for each student to return to the whole groupgathering space.

TransitionTechniques


information on transitioning between whole and small

groups effectively.

ThinkPair

Share


information on how to lead Think-Pair-Share.

LIVING (OR ONCE-LIVING) NON-LIVING

• Eats or makes its own food• Breathes• Moves (or has moving parts)• Reacts to surroundings• Grows and develops• Produces young, seeds, or eggs

• Doesn’t need to eat• Doesn’t breathe• Doesn’t move without being moved• Doesn’t react to surroundings• Doesn’t grow• Doesn’t make babies



GROW UNDERSTANDING (5 MINUTES) explain1. In the whole group, discuss some of the living and nonliving things students

found in the garden. Ask students to explain their reasoning and reinforcethe language around the qualities of living and nonliving things throughthe discussion.

2. Look more closely at the list of living things with students and work togetherto further divide that list into plants and animals. Guide students into asimilar conversation about what qualities differentiate plants from animals.

3. Explain to students that throughout the year we are going to do our best tocreate an environment where both plants and animals can live and grow.

OBSERVE THE FRUITS (15 MINUTES) elaborate1. Explain to students that they are going to learn how to carefully plant new

baby plants in their garden and then work together to determine how toprovide them with everything they need to live and grow.

2. With all students’ attention, identify a handle trowel by name and askstudents to repeat the name aloud. Then, state the purpose of the tool anddescribe a situation when it would be used, such as the task for today.

3. Demonstrate how students will retrieve their hand trowel from their storageplace and how they will carefully travel through the garden space to theirwork area with the handle trowel.

4. Divide students into teams of 3, instructing a student in each group tochoose from a selection of places for their team to plant their baby plant, astudent to retrieve the hand trowel as demonstrated, and a student to meetthe teacher to receive their baby plant and carefully carry it to their group’swork area. When all students are at their work area with all of their tools,request that they put their eyes on the teacher for their next instructions.Use a phrase such as “when I say go, and not before I say go” to cuestudents to transition from whole group listening to small group work.

5. When all students are in the work area with their tools and plants,demonstrate how they will use the hand trowel to dig a hole theapproximate size of the roots of the plant, how to carefully place the babyplant in the hole and loosely pack the soil around the roots so the stemstands up tall with its leaves reaching up into the air to the sun. Instructstudents to show you they are finished with this task by placing their handtrowel on the ground outside of the bed and putting their eyes on you. Cuestudents to transition from whole group listening to small group work.



6. As students work together to plant their seedling, acknowledge observedbehaviors that align with the Life Skills Learning Objectives, such asshowing care for the environment. Also, use the observational checklist toassess students current development of the life skills.

7. When all groups have finished planting their baby plant, acknowledge theircareful use of tools and their gentle care of their plant before demonstratinghow to clean their tool and return it to the storage area. Select a student ineach group (perhaps the student who was the “site selector” previously)to complete this task and request the other members return to the wholegroup gathering area to collect their journals and coloring supplies. Cuestudents to transition from whole group listening to complete their tasks.

REFLECT (5 MINUTES) evaluate1. Read to students the following prompt to complete in their journal:

Prompt:Draw a picture of your plant and where you planted it in the garden. Include yourself in your picture, with the tool you used today and any other tools you think you may need to take care of your plant.

2. Recognize students’ behaviors that aligned with being the best forthemselves, their communities, and their environment. Specifically, askstudents to reflect on how they showed care for the environment.

ADAPTING FOR INDOORSIn the case of inclement weather, the Cultivate Curiosity, Root Around, and Grow Understanding sections of this lesson can occur inside the classroom—perhaps with images of the garden or a view of the garden out of a window. The Observe the Fruits section should take place in the garden area on the next garden day that the weather allows.

CONNECTIONS TO KITCHEN LESSONS In the kitchen, before you eat a dish featuring fruits or vegetables, celebrate the sun, soil, water, air, and nutrients that made those fruits and vegetables grow.

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POSSIBLE EXTENSIONSCommunity: Draw a picture of your home or neighborhood and circle 5 living and 5 nonliving things. Cafeteria: Look at a school lunch and identify which foods came from plants and which came from animals.

ADDITIONAL RESOURCES• Is It Living or Non-Living by Rebecca Rissman• What’s Alive? By Kathleen Weidner Zoehfeld• Is it Alive? By Marcia Freeman• Living and Non-Living by Angela Royston Living• Living and Non-Living by Carol K. Linden

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